Pictured: Crawford International North Coast learners participating in a beach cleanup

Whether it means picking up litter along a coastline or removing invasive plants in a protected natural area, small actions can have a meaningful impact. Across ADvTECH schools, students and staff are putting this into practice, giving their time to care for the places and natural environments around them.

 

Rolling up their sleeves for the coast

 

At Westbrook Beach, students from Crawford International North Coast swapped the classroom for the coastline, rolling up their sleeves for a beach clean-up.

With bags in hand, the students worked together to remove litter from the beach, learning through practical action about the importance of keeping our beaches clean and protecting marine life from litter.

For the learners, the clean-up offered a simple but powerful lesson: caring for the environment starts with taking responsibility for the spaces we share.

 

 

Pictured above: Crawford International North Coast learners did their best to collect pollution and protect the marine life from litter.

 

Protecting biodiversity inland

 

Further inland, the focus shifted from the coastline to conservation.

Staff from Pecanwood College volunteered at Pilanesberg National Park, helping to remove invasive Yellow bells (Tecoma stans – a highly invasive alien shrub that aggressively outcompetes native vegetation) and protect the park’s natural biodiversity.

 

 

Pictured: Educators from Pecanwood College volunteering in Pilansberg Nature Reserve, helping to remove invasive Yellow bells (Tecoma stans).

 

Working directly in the landscape, volunteers took part in practical conservation work – demonstrating that protecting biodiversity is not only about understanding nature but also about taking action to care for it.

The actions are a reminder that giving back to nature does not always begin with a grand gesture. Sometimes, it starts with a pair of hands picking up litter. Sometimes, it means removing an invasive plant. And sometimes, it begins with learning why these actions matter.

By getting involved, ADvTECH students and staff are building environmental awareness through action, demonstrating how small contributions can make a difference to nature and the communities connected to it.

 

 

Pictured above: Elephant in the Pilansberg Nature Reserve.

Pictured: Waterworks Primary School EcoClub learners holding their environmental posters.

Environmental education becomes most meaningful when learners can see, touch and experience the difference their actions can make.

This came to life through two recent WESSA Eco-Schools club activities at Waterworks Primary School and Beacon Primary School, where learners explored the importance of trees, responsible waste management and caring for their school environments through a combination of learning and hands-on activities.

From planting indigenous trees and learning how seeds germinate to picking up litter and sorting waste, the activities demonstrated how small actions can help build a stronger culture of environmental stewardship.

 

At Waterworks Primary, the lesson began with a tree and grew from there

 

WESSA joined Waterworks Primary School for an Arbour Day celebration focused on the importance of trees and environmental stewardship.

The learners actively participated in discussions about Arbour Week and confidently shared five reasons why trees are important. The Department of Environment, Forestry and Fisheries donated trees for planting, with the school also participating in the department’s 10 million Trees Programme, which aims to plant 10 million trees this year.

 

Pictured above: Waterworks Primary School EcoClub learners learning about the importance of trees.

 

But the learning did not stop with the presentation.

The learners proudly showed how their school’s developing food garden was being prepared for upcoming planting. They enthusiastically explained how the area had been cleaned and prepared, demonstrating that environmental stewardship can begin with caring for the spaces learners use every day.

Then it was time to put their learning into practice.

 

Getting their hands dirty and learning how a tree takes root

 

The learners worked together to select a suitable location for the trees and prepare the ground. Taking turns, they dug the planting holes, removed soil, added compost and carefully planted the saplings. They also created a tree berm around the base of each tree to support water retention.

The second tree provided an unexpected lesson in problem-solving. After planting, one learner noticed that the sapling was leaning rather than remaining upright. Instead of simply leaving it, the learner found a long stick and used leftover plastic to secure the tree and help it grow upright.

It was a small moment, but an important one: environmental learning is not only about knowing what to do but also about noticing, responding and taking responsibility.

 

 

From a seed in cotton wool to a lesson about growth

 

Before the tree-planting activity concluded, the learners took part in a seed-germination activity.

Using cotton wool and water, they learned how seeds can germinate and begin the process of growing into plants.

Pictured: Waterworks Primary School EcoClub learners participating in a seed-germination activity.

The combination of environmental education and practical activities kept learners engaged throughout the day, creating an opportunity to connect what they learn with what they can do.

 

At Beacon Primary, environmental action took many forms

 

On 21 September 2026, WESSA joined Beacon Primary School to celebrate National Recycling Day as part of Clean-Up and Recycle SA Week.

The focus was on responsible waste management, the importance of keeping the environment clean and the role recycling can play in supporting a circular economy.

 

Pictured above: EcoClub learners from Beacon Primary School taking part in the National Recycling Day activities.

But the day was about more than recycling alone.

In recognition of Arbour Month, teacher coordinator Ms Stevens also introduced learners to the importance of trees and their role in the environment.

Although some learners were initially unsure about the significance of Arbour Month, they soon became engaged in the discussion and confidently shared what they knew about the benefits of trees.

The conversation then moved from understanding to action.

Pictured above: Beacon Primary School EcoClub learners getting their hands dirty while planting indigenous trees.

Following the presentations, learners worked together on a hands-on tree-planting activity.

They began by preparing the soil and removing loose stones. The saplings were then used to measure the planting holes, helping learners understand why a hole needs to be the right depth – not too deep and not too shallow – to support the tree’s growth.

Once the hole was ready, the sapling was carefully placed.

Learners worked together to keep it upright while their classmates filled the hole with soil and packed it firmly, helping the tree remain upright while allowing water to penetrate the ground. A tree berm was also constructed to support water retention.

The learners were eager to participate and, quite literally, got their hands dirty in the process.

Importantly, the trees planted at Beacon Primary School were indigenous trees donated by the Department of Environment, Forestry and Fisheries.

 

Ending with action: pick it up, sort it and make a difference

 

The environmental learning continued beyond the planting activity.

The celebration concluded with a school-wide litter pick-up and waste-sorting activity, giving learners an opportunity to put responsible waste management into practice.

Working together, learners collected litter around the school and then participated in sorting activities, reinforcing the importance of understanding where waste belongs and how responsible waste management can contribute to a cleaner environment.

 

Pictured above: Learners from Beacon Primary School taking part in waste-sorting activities.

 

 

Building environmental responsibility through experience

 

The activities at Waterworks Primary School and Beacon Primary School highlight the value of environmental education that moves beyond awareness and into action.

Whether learners are planting a tree, helping a sapling grow upright, germinating a seed, picking up litter or sorting waste, these practical experiences create opportunities to understand environmental responsibility in tangible ways.

For WESSA EcoClubs, these moments are part of building environmental knowledge, confidence and a sense of stewardship – one learner, one school and one action at a time.

Because when young people are given the opportunity to learn by doing, environmental stewardship can take root and grow.

READ MORE ABOUT OUR ECO-SCHOOLS PROGRAMME HERE

Pictured: Pre-primary learners at Pecanwood College completed a South African Flag mural for Heritage Day

 

September brought opportunities for learning, creativity and connection across ADvTECH schools, as learners explored the natural environment and the diverse cultural heritage that make South Africa unique.

At Maragon Mooikloof, learners welcomed spring on 4 September with a Spring Day and Arbor Day celebration, dressing in bright, nature-inspired colours and taking part in the planting of 22 indigenous False Olive (Buddleja saligna) trees across the school campus.

 

Pictured above: Maragon Mooikloof learners planting 22 Indigenous trees and showcasing their Arbor Month Spring Day dress-up

 

Well suited to the local biome, the indigenous trees will provide shade, support biodiversity and contribute to the school’s natural environment. Their planting also forms part of a longer-term plan to establish a natural wind and sand screen between the school and neighbouring properties.

At Pecanwood College, Heritage Day provided another opportunity for learners to explore the connections between people, place, culture and the environment.

Activities encouraged learners to discover South Africa’s diverse traditions and heritage through a range of hands-on experiences. These included creating a South African flag from recycled bottle tops, exploring traditional foods and spices, learning about Ubuntu, creating Ndebele-inspired artwork, and exploring traditional attire and heritage sites.

 

Pictured: Pre-primary learners at Pecanwood College sorting bottle caps and creating their SA Flag mural.

 

Learners also celebrated South Africa’s languages, music, dance and wildlife, reflecting the many different elements that contribute to the country’s rich cultural heritage.

Together, these activities demonstrate the value of creating opportunities for young people to learn through experience – whether planting an indigenous tree, exploring a cultural tradition or finding creative ways to reuse materials.

 

Pictured: Learners at Pecanwood with their Ubuntu poster for Heritage Day

 

By connecting learners with both natural and cultural heritage, schools can help nurture a deeper appreciation for the places, people and environments they are part of – and encourage a culture of care that extends beyond the classroom.

 

Pictured: Red Rocket’s Tsholofelo Moote (left) , WESSA staff and youth recipients at one of the Eco-Hub sites at Laingsburg High School.

 

The Community Roots Project is moving into its next phase, bringing young people in Laingsburg, Sutherland and Matjiesfontein closer to practical opportunities in sustainable agriculture, environmental stewardship, enterprise development and sustainable livelihoods.

For WESSA, environmental action is also about creating opportunities for people and communities to thrive.

That principle is at the heart of the Brandvalley and Rietkloof Wind Farm Community Roots Project, delivered by the Wildlife and Environment Society of South Africa (WESSA) in partnership with Red Rocket.

The initiative is now moving from programme design into training and Eco-Hub activation, with 15 unemployed young people set to receive accredited training in climate-smart agriculture, agribusiness, environmental stewardship and entrepreneurship.

 

Pictured above: Youth recipients receiving their PPE – Personal Protection Equipment.

 

Building more than a food garden

 

At the centre of the project are community Eco-Hubs: spaces where young people can learn, work together and develop practical skills that can support longer-term opportunities.

“An Eco-Hub is a group of young people working together towards a common goal. It is not a school or simply a training unit; it is young people coming together to address challenges such as unemployment and substance abuse, while building skills and opportunities through sustainable food gardens,” explains Sinoxolo Sabelo, WESSA’s Community Roots Project Coordinator.

The model extends beyond agricultural training. Participants will also develop financial literacy, leadership, teamwork, time management, technical skills and entrepreneurship, creating a broader foundation for youth-led socio-economic activity.

For Red Rocket, which supports the Community Roots Project through the Brandvalley and Rietkloof Wind Farms, Magdalena Michalowska-Logan, Sustainability & SHSEQ Director ,indicated that the programme represents an opportunity to connect renewable energy investment with longer-term sustainable community development.

“It is about addressing unemployment and passing skills and knowledge to young people in the communities we serve. We want young people to gain the confidence and tools to create positive change wherever they go,” says Tsholofelo Moote, Economic Development and Community Manager at Red Rocket.

 

Pictured: Sinoxolo Sabelo, demonstrating what the youth will be planting and the process.

 

Starting with the community

 

The project’s current phase follows a deliberate process of listening and understanding.

WESSA conducted a community scoping and baseline process in November 2025 using the Sustainable Livelihoods and Vulnerability Framework. The findings were then taken back to communities in March 2026 for validation.

“We engaged young people, schools, stakeholders and community members to understand what exists in each community, what the challenges are, and equally, what the opportunities and aspirations are. The community was the starting point,” says Kelly Alcock, Head of Education and Sustainability at WESSA.

This approach reflects WESSA’s commitment to community-led environmental action – an approach that is particularly significant as the organisation marks 100 years of action for nature in 2026.

 

Pictured: Mayor of Laingsburg Aletta Theron

 

As Mayor of Laingsburg, Aletta Theron noted in her address:

“This day is about more than launching a project. It is about recognising the value of partnerships, community participation and opportunities that can make a meaningful and lasting difference in the lives of our people.”

She also emphasised the importance of local ownership: “To the beneficiaries and members of our community, this project belongs to you. I encourage you to participate fully, take ownership of the opportunities presented and help ensure that the benefits of this initiative are sustained for years to come.”

 

Growing solutions suited to the Central Karoo

 

The project is also shaped by the environmental realities of the region.

Limited rainfall and soil nutrients mean that agricultural practices need to be both sustainable and suited to local conditions. Participants will explore practical approaches, including rainwater harvesting, mulching, composting, drought-tolerant crop selection and appropriate irrigation scheduling.

 

Pictured: WESSA CEO Cindy-Lee Cloete planting with the youth at the Laingsburg Eco-Hub site located at Laingsburg High School.

 

For WESSA CEO Cindy-Lee Cloete, however, the value of an Eco-Hub ultimately lies beyond the physical infrastructure.

“An Eco-Hub is not the land or the infrastructure we put in place. It is the people who make it work. It must be a hub of knowledge, shared learning and action. It needs to be a space where young people can grow into individuals who are proud of what they have achieved.”

 

From ideas to action

 

As Community Roots enters this next phase, WESSA’s approach will continue to focus on co-creation, learning and adaptation. Laingsburg High School and Northrop Grumman Primary are providing spaces where learning can take place, with future technical support from the Department of Agriculture anticipated.

“We do not believe in dropping into a community, imposing a project and then leaving. We co-create. That is why we started by engaging communities, listening to what matters locally and building the project together with the people it is meant to serve,” says Cloete.

The longer-term outcomes – including enterprises created, income generated, employment sustained and potential improvements in food security – will be assessed as the project progresses. For now, the focus is on creating the foundations: skills, knowledge, relationships, confidence and practical experience.

That is where the real work of Community Roots begins: turning community insight into action and creating pathways for young people to shape more sustainable futures in the Central Karoo.

 

Pictured: WESSA CEO Cindy-Lee Cloete cutting a WESSA 100-themed cake with one of the youth recipients. Fun fact: It was also his birthday that day.